Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences.
Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.
Bear
G G
GG
College of Human Resources, Education, and Public Policy, University of Delaware, Newark 19716, USA.
Minke
K M
KM
Griffin
S M
SM
Deemer
S A
SA
D000124:Achievement; D000704:Analysis of Variance; D002648:Child; D002657:Child Development; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D012044:Regression Analysis; D012647:Self-Assessment; D018709:Statistics, Nonparametric